Continuous Assbssment: Its Validity, Rbliability and Feasibility
No Thumbnail Available
Date
1994-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
Tn thi s stud y an attempt was made to find out whether or
nn t rn ntinuous assessment in the tea ching of English is more
e ff p.r ti ve than the non-c on tinuous traditional assessment
r ra c tised in nu r hi!'"h schools. To test this, an experiment
IVas co nducted for ten weeks in whi ch a sample population of
138 Grade Eleven Students in two groups (74 control and 64
expe rimental) took part. A teaching material was prepared
along the principles of the 'Communicative Approach ' and given
to both groups,
The statistical test made on the pre-test scores of the
study and control groups showed no significant difference.
Nevertheless. In the post-test scores obtained. the study
,.roup performed better than the control group at a
si~nificance level of O.OS.
The study being essentially a testing approach was
int e rested 1 n investil'atin,. the validity, reliability and
fpRsih i I ity of con tinu ous a ssess ment. The better sco res of
thp s tud y !'"roup on the post - test r ev eal the effectiveness of
the nel< method tri ed. Moreover. the r esponses from the
studf'nt questionna ire va lidat e this v iew.
scores obtained from the continuous
assessment and from the post -test were co rrelated to test
reliability. The result shows a very strong positive
co rr ela tion.
The feasibility of co ntinu ous assessment in the present
c i r cumst a n c e s i s rath er strong ly doubted. The l ow mora l e
Description
Keywords
Rbliability and Feasibility